Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model

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Teachers´ engagement in change processes is closely related to their attitudes and views on education. Therefore, any successful educational change demands that teachers reevaluate their profession, as personal and professional factors are clearly relevant. The goal of this study is to test a predic...

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Detalles Bibliográficos
Autores: Cerviño, Consuelo, Fernández, Irene, Tomás, José M., Córdova, Susana
Formato: artículo
Fecha de Publicación:2016
Institución:Universidad de Lima
Repositorio:Revistas - Universidad de Lima
Lenguaje:español
OAI Identifier:oai:revistas.ulima.edu.pe:article/970
Enlace del recurso:https://revistas.ulima.edu.pe/index.php/Persona/article/view/970
Nivel de acceso:acceso abierto
Materia:teacher engagement
educational change
personality
self-concept
compromiso docente
cambio educativo
personalidad
autoconcepto
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spelling Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural ModelFactores predictores del compromiso docente en escuelas públicas peruanas: un modelo estructuralCerviño, ConsueloFernández, IreneTomás, José M.Córdova, Susanateacher engagementeducational changepersonalityself-conceptcompromiso docentecambio educativopersonalidadautoconceptoTeachers´ engagement in change processes is closely related to their attitudes and views on education. Therefore, any successful educational change demands that teachers reevaluate their profession, as personal and professional factors are clearly relevant. The goal of this study is to test a predictive statistical model of teacher´s engagement in educational change considering personality factors and self-evaluation. The random and representative sample of Peruvian teachers comprised of 888 subjects. Results show good model fit and a strong predictive power on educational changes. The study confirms that personality and selfconcept are strong predictors on teacher´s engagement with educational change.El compromiso docente con los procesos de cambio tiene lugar en un contexto en el que intervienen sus propias actitudes y conceptos sobre la educación. Por tanto, el cambio educativo necesita del compromiso de los docentes, puesto que, para que este sea exitoso, es imprescindible que el docente replantee la profesión. Los factores personales y los profesionales intervienen en los procesos de cambio docente. Por consiguiente, el objetivo fue poner a prueba un modelo estadístico predictivo del compromiso docente con el cambio educativo a partir de factores de personalidad y autoevaluación. La muestra, aleatoria y representativa de la población de docentes peruanos, fue de 888. El modelo resultó en un ajuste adecuado, con un gran poder predictivo sobre las dimensiones de procesos de cambio. En suma, el modelo confirma que variables personales, como son el autoconcepto y la personalidad, tienen fuerte poder predictivo sobre el compromiso docente.  Universidad de Lima2016-02-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ulima.edu.pe/index.php/Persona/article/view/97010.26439/persona2016.n019.970Persona; No. 019 (2016); 43-54Persona; Núm. 019 (2016); 43-54Persona; n. 019 (2016); 43-542309-90621560-613910.26439/persona2016.n019reponame:Revistas - Universidad de Limainstname:Universidad de Limainstacron:ULIMAspahttps://revistas.ulima.edu.pe/index.php/Persona/article/view/970/931https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:revistas.ulima.edu.pe:article/9702024-10-28T19:04:35Z
dc.title.none.fl_str_mv Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
Factores predictores del compromiso docente en escuelas públicas peruanas: un modelo estructural
title Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
spellingShingle Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
Cerviño, Consuelo
teacher engagement
educational change
personality
self-concept
compromiso docente
cambio educativo
personalidad
autoconcepto
title_short Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
title_full Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
title_fullStr Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
title_full_unstemmed Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
title_sort Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
dc.creator.none.fl_str_mv Cerviño, Consuelo
Fernández, Irene
Tomás, José M.
Córdova, Susana
author Cerviño, Consuelo
author_facet Cerviño, Consuelo
Fernández, Irene
Tomás, José M.
Córdova, Susana
author_role author
author2 Fernández, Irene
Tomás, José M.
Córdova, Susana
author2_role author
author
author
dc.subject.none.fl_str_mv teacher engagement
educational change
personality
self-concept
compromiso docente
cambio educativo
personalidad
autoconcepto
topic teacher engagement
educational change
personality
self-concept
compromiso docente
cambio educativo
personalidad
autoconcepto
description Teachers´ engagement in change processes is closely related to their attitudes and views on education. Therefore, any successful educational change demands that teachers reevaluate their profession, as personal and professional factors are clearly relevant. The goal of this study is to test a predictive statistical model of teacher´s engagement in educational change considering personality factors and self-evaluation. The random and representative sample of Peruvian teachers comprised of 888 subjects. Results show good model fit and a strong predictive power on educational changes. The study confirms that personality and selfconcept are strong predictors on teacher´s engagement with educational change.
publishDate 2016
dc.date.none.fl_str_mv 2016-02-17
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ulima.edu.pe/index.php/Persona/article/view/970
10.26439/persona2016.n019.970
url https://revistas.ulima.edu.pe/index.php/Persona/article/view/970
identifier_str_mv 10.26439/persona2016.n019.970
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ulima.edu.pe/index.php/Persona/article/view/970/931
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Lima
publisher.none.fl_str_mv Universidad de Lima
dc.source.none.fl_str_mv Persona; No. 019 (2016); 43-54
Persona; Núm. 019 (2016); 43-54
Persona; n. 019 (2016); 43-54
2309-9062
1560-6139
10.26439/persona2016.n019
reponame:Revistas - Universidad de Lima
instname:Universidad de Lima
instacron:ULIMA
instname_str Universidad de Lima
instacron_str ULIMA
institution ULIMA
reponame_str Revistas - Universidad de Lima
collection Revistas - Universidad de Lima
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Predictive Factors in Teachers´ Engagement in Change Processes in Peruvian Public Schools: A Structural Model
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